Journal article Open Access

Effect of Technology-Enabled Learning Environment on Performance of Mainstream Secondary School Students

Alia Batool; Asma Afzal; Hina Hussain Kazmi; Martin Thomas

Educationist has been showing a keen interest in teaching-learning styles from the 18th century. After the introduction of the Child-center approach in education, a drastic change was seen in educational policies all over the world. The child-centered approach in the 21st century demands the application technology in classrooms. This randomized posttest-only control group design Experimental Research explored the cause-and-effect relationships among variables. A pilot experimental research with sixty (60) participants from Grade IX was conducted at secondary school in Karachi. Thirty students participated in the experimental group and thirty students in the controlled group. Data was collected through the achievement performance of participants after 20 days of experiment in the form of a post-test. A six days workshop was conducted by the IT experts for teachers to give awareness for using technology as a teaching tool at the secondary school level. Findings of t-test analysis using SPSS- 22 (t 58 = 17.4, p ‹ 0.001) showed that differences in mean of controlled group and experiment group (M= 50.77, 68.17) that performance of students who are Studying in an interactive technology-enabled environment that includes using cell phone, smartphone, internet, SMS, software application and social media was significantly higher than scores of students who were instructed using conventional lecture-based teaching. The research study supports the effectiveness of teaching using technology-enabled learning at the secondary school level. The study concludes that more technology-assisted learning is promoted in the public sector secondary schools across the country.

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